The Memphis appeal. [volume] (Memphis, Tenn.) 1886-1890, 1887-08-18

AETHOD In EDUCATION.
INSTRUCTIVE PAPER BY MISS
SHIP BEFORE THE NORMAL,
The Educational Outlook In Tennes.
see, as Seen by Prof. Bren.
nan, Of Nashville.

Prof. Brennan, Of Nashville, In
his address before the normal
school and others present at the M.
Z. Church, in Arlington, on Tuesday
evening, took q very encouraging
view OF the educational outlook In
Tennessee. He spoke Of the wide
spread discomfort among the people OF
the State, and considered II sign OF
better times. Immigration and cap
ital moving into our border bring In.
quiry for schools and school houses,
and good teachers. He impressed the
point that Tennessee teachers Of today
have great work to do. Pupils must
be entertained and taught, and com.
munities must be kept united. He
presented many ways Of efiecting this,
much to the satisfaction Of those who
heard him. Prof. Brennan lie an en-
thusiastic school man. No one who
listens to him can fall to imbibe some
OF bis great educational interest.
He contemplated not long since q
removal to Memphis, but has conclud-
ed to remain In Nashville, where bet
ter inducements were offered.
Prof. LAX deserves credit for the
interest he has taken In arranging an
evening programme Of exercises which
are now being held at the college In.
stead OF the church. Tuesday even.
ing, besides excellent Rotations by
Miss Maud Cody, Miss Lzze Tope,
Miss Anna Thomas and Miss Anna
Cole, and music, q very instructive
brief lecture was ri ven by Prof Mu.
gan, on the geological theory OF
how the earth was formed. Miss Bss
sic Ship, OF Shelby county, read the
following on "Method In Education !"
"rhe greatest variety Of opinions
have been advanced with respect to
the value and extent OF education.
Some claim that II can do everything
for him who Wills while others be-
lieve that the difference in the men.
|
natural endowments. Education gives
70 man nothing but that which could
be developed from within him. While
/ believe this TO be true, / also think
that man Of natural endowment may
be ruined by q false method In educa.
ton. By this ! mean education In its
broadest sense. Every man's son
aud every woman's daughter, who ID
fortunate enough TO escape being
an idiot, can be advanced In enc way OF
another, but the human mind differs
In quality like the soil found In farm.
ing. We frequently hod 10 good on
the surfsce aud bad beneath, or bad
on the surffce. and good beneath.
Likewise we fnd some pupils hrighl
and comprehensive, others dull and
heeitating. Some who like all stud
les equally, others who seen
TO care only for certain things. Ny
work on q mans son, however hard
may labor. will create In hin nothin,
new, bat In the method Of unfolding
and developing what he has In BIZ
mind Is the key note TO his POSSIBLE
ties and success. So then, when DO,
does not develop, don't be ready 4
censure the God who gave him hi
mind, but look In upon your capicit.
AZ an instructor. AK yourself II yol
have removed all hurtful influences
/ snd supplied al helpful ones, that de
velopmsnt may be possible. While
do think that the possibility for great
ness differs In one child from that II
another, | alec believe that almost an.
reasonably bright child has sufIicien
talent for almost any branch TO b
5 successfully cultivated II taken u
tire and rightly managed. 30, ther
' the suecess OF two children correctl
!. trained differs oitener from the righ
/. method OF culture more tina
!. from q diffaelce In meniI
!. capacity. lake child nm
4 habituate Il TO ways OF cleanliness an
= erder, teach II obedieI &C, the correI
use Of ils mother tongue, attention, II
dustry, and interest, and zee, whe
Won have done thie, II you have ~
o developed In that child well Toundt
capacity for almost any branch
o study. Aud yet l say TO you, wi,hol
III uttlVu VI WhiHiuFt 10 go thi'u
!. nstursl ability ever % great, II woul
d be withou. this capacity. Some OF
possibly, has already said: tn
teacher 10 all method! Very well.
method In this teachers hand will {
70 what know IL 10 have done In olht
n stances-taught children practic
/, common sense thiDgP, how TO be
!, what will fall 10 them In Al or liie-l,
" those rules which will guide them
some future time guide them no.
She 10 willing 10 be called 'methot
!, CAL There are tachers Of into
: lect who refuse the aid
new methods. They cay Oh
We are trying 10 z
~ all OF tha, element known no 20
~ learning out Of teaching; that ,
u want TO teach q child 90 that the
may be no labor on his part. Even
0. this be 20, the pleasabter the work Z
y a child the longer will the impressic
" last; but. my word Tor II, there "
still remain q sufficient amount
drudgery 10 disheartsn the besinn,
Ia times gone by the Spartan yout
he eat at his ancestral board, "
/ re-, 1uifed 10 give his reason for ca
ala, sment that he made. Then u
vas long People were content
UaIt their day. Nov a child O
v ....s.i. snare the time for An edat